Using time-use diary methodology to explore work complexity for early childhood educators in South China

This paper reports on the first known study to utilise time-use diary (TUD) methodology to investigate the nature of Chinese educators’ work. Employing a mixed-method research approach, the study used a TUD based on a taxonomy developed by Australian scholars (e.g. Harrison et al., 2023; Wong et al., 2015), along with interviews to gather participants’ perspectives on the appropriateness of the TUD for the Chinese context. Seventeen participants who worked in a private long-day care centre completed the TUD during four one-hour blocks across their work day; of these, seven participants went on to complete interviews. The results provide insights into the daily work of Chinese educators, and demonstrate the diversity, intensity and complexity of their work. The study also found that TUD methodology and the Taxonomy are appropriate for the Chinese context, but may need some modifications. Implications are discussed for both policy makers and researchers.